Mothers’ Mental State Talk and Preschool Children’s Social-Behavioral Functioning: A Multidimensional Account

This study aimed to investigate the multidimensional nature of maternal mental state talk with respect to children’s social-behavioral functioning in a low-income urban preschool sample. Maternal speech data were collected as mothers narrated a wordless picture book depicting a diverse set of mental states to their children (n = 130, 2–4 year olds). Dimensions of maternal mental state talk (i.e., type, direction, causality) were examined with the Coding System for Mental State Talk in Narratives. Approximately half of the sample consisted of higher-risk children who were identified as in need of clinical services by on-site clinicians. Results indicated that mothers’ diversity and causality of mental state talk, their acknowledgement of characters’ negative emotions, and talk about children’s cognitions and their own mental states were associated with children’s socially adaptive behaviors. On the other hand, mothers’ tendency to focus on children’s perceptions during the story-telling task (e.g., “see that?,” “look!”) was linked with lower social competence and internalizing problems. Mothers in the clinical sample used a significantly lower proportion of emotion words compared to mothers in the nonclinical sample. Results suggest that a picture book reading task might provide a cost-effective method for assessing and possibly modifying maternal mental state talk.     

Gulf Arabic nouns and verbs: A standardized set of 319 object pictures and 141 action pictures,with predictors of naming latencies

Standardized pictorial stimuli and predictors of successful picture naming are not readily available for Gulf Arabic. On the basis of data obtained from Qatari Arabic, a variety of Gulf Arabic, the present study provides norms for a set of 319 object pictures and a set of 141 action pictures. Norms were collected from healthy speakers, using a picture-naming paradigm and rating tasks. Norms for naming latencies, name agreement, visual complexity, image agreement, imageability, age of acquisition, and familiarity were established. Furthermore, the database includes other intrinsic factors, such as syllable length and phoneme length. It also includes orthographic frequency values (extracted from Aralex; Boudelaa & Marslen-Wilson, 2010). These factors were then examined for their impact on picture-naming latencies in object- and action-naming tasks. The analysis showed that the primary determinants of naming latencies in both nouns and verbs are (in descending order) image agreement, name agreement, familiarity, age of acquisition, and imageability. These results indicate no evidence that noun- and verb-naming processes in Gulf Arabic are influenced in different ways by these variables. This is the first database for Gulf Arabic, and therefore the norms collected from the present study will be of paramount importance for researchers and clinicians working with speakers of this variety of Arabic. Due to the similarity of the Arabic varieties spoken in the Gulf, these different varieties are grouped together under the label “Gulf Arabic” in the literature. The normative databases and the standardized pictures from this study can be downloaded from http://qufaculty.qu.edu.qa/tariq-khwaileh/download-center/.     

The Three Rs of Animal Research: What they Mean for the Institutional Animal Care and Use Committee and Why

The Institutional Animal Care and Use Committee (IACUC) is entrusted with assessing the ethics of proposed projects prior to approval of animal research. The role of the IACUC is detailed in legislation and binding rules, which are in turn inspired by the Three Rs: the principles of Replacement, Reduction, and Refinement. However, these principles are poorly defined. Although this provides the IACUC leeway in assessing a proposed project, it also affords little guidance. Our goal is to provide procedural and philosophical clarity to the IACUC without mandating a particular outcome. To do this, we analyze the underlying logic of the Three Rs and conclude that the Three Rs accord animals moral standing, though not necessarily “rights” in the philosophical sense. We suggest that the Rs are hierarchical, such that Replacement, which can totally eliminate harm, should be considered prior to Reduction, which decreases the number of animals harmed, with Refinement being considered last. We also identify the need for a hitherto implicit fourth R: Reject, which allows the IACUC to refuse permission for a project which does not promise sufficient benefit to offset the pain and distress likely to be caused by the proposed research.     

Cautious Defection: Group Representatives Cooperate and Risk Less than Individuals

Individuals often make decisions that affect groups, yet the propensities of group representatives are not as well understood than those of independent decision makers or deliberating groups. We ask how responsibility for group payoffs—in the absence of group deliberation—affects the choice. The experiment utilizes the Interdependent Security Dilemma paradigm. In its deterministic version, the game is identical to a finitely repeated Prisoner's Dilemma. In the stochastic version, potential losses are larger but uncertain, occurring with a predefined probability when one or both players choose to forgo investment in protection. Participants were assigned to play either as individuals, or as representatives of three‐person groups, with each member's choices equally likely to determine the group's payoffs. In the deterministic condition, individuals were more likely to invest (cooperate) than group representatives (80% vs. 62% of rounds). In the stochastic condition, the pattern was reversed as representatives were slightly, but not significantly, more likely to invest than individuals (46% vs. 40%). The significant interaction effect suggested that group representatives were not only less cooperative but also more risk averse than individuals. A follow‐up study supported this account by showing participants who construed the invest strategy as low‐risk than those who perceived this strategy to be high risk. Overall, group representatives exhibited a tendency to act more competitively and more cautiously than individuals acting alone. Copyright © 2015 John Wiley & Sons, Ltd.     

The Relationship Between Right‐wing Attitudes and Cognitive Style: A Comparison of Self‐report and Behavioural Measures of Rigidity and Intolerance of Ambiguity

Two recent meta‐analytic studies addressing the relationship between cognitive style and right‐wing attitudes yielded some discrepancies. We argue that these discrepancies can be accounted for when one considers the types of cognitive style measures included in those analyses. One of these analyses primarily relied on self‐report measures, whereas the other relied on behavioural measures of cognitive style. Based on a new meta‐analysis of 103 samples (total N = 12 714) focussing on behavioural and self‐report measures of rigidity and intolerance of ambiguity, we confirmed the hypothesis that self‐report scales yield stronger relationships with right‐wing attitudes than behavioural measures. We point out potential conceptual and validity issues with both types of cognitive style measures and call for cautiousness when interpreting the magnitude of their relationships with ideology. Copyright © 2016 European Association of Personality Psychology     

Task-related functional connectivity of the caudate mediates the association between trait mindfulness and implicit learning in older adults

Accumulating evidence shows a positive relationship between mindfulness and explicit cognitive functioning, i.e., that which occurs with conscious intent and awareness. However, recent evidence suggests that there may be a negative relationship between mindfulness and implicit types of learning, or those that occur without conscious awareness or intent. Here we examined the neural mechanisms underlying the recently reported negative relationship between dispositional mindfulness and implicit probabilistic sequence learning in both younger and older adults. We tested the hypothesis that the relationship is mediated by communication, or functional connectivity, of brain regions once traditionally considered to be central to dissociable learning systems: the caudate, medial temporal lobe (MTL), and prefrontal cortex (PFC). We first replicated the negative relationship between mindfulness and implicit learning in a sample of healthy older adults (60–90 years old) who completed three event-related runs of an implicit sequence learning task. Then, using a seed-based connectivity approach, we identified task-related connectivity associated with individual differences in both learning and mindfulness. The main finding was that caudate-MTL connectivity (bilaterally) was positively correlated with learning and negatively correlated with mindfulness. Further, the strength of task-related connectivity between these regions mediated the negative relationship between mindfulness and learning. This pattern of results was limited to the older adults. Thus, at least in healthy older adults, the functional communication between two interactive learning-relevant systems can account for the relationship between mindfulness and implicit probabilistic sequence learning.     

Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

The population of children exposed prenatally to alcohol, cocaine, methamphetamine, and other legal or illegal substances has been rapidly growing in America. The known characteristics of this group include deficits in rule-governed behavior, impulsivity, attention to task, language, sleep attachment, learning, social competence, coordination, hypersensitivity to environmental stimuli, and conduct problems. The purpose of this paper was to describe the characteristics of this population and match known, empirically demonstrated, data-based strategies, such as teacher attention and praise, token reinforcement programs, daily report cards, contingency contracting, self-instructional training, self-management, peer tutoring, Direct Instruction, and combining behavior therapy with stimulant medication therapy, to specific academic and social deficits in children with parental histories of substance abuse. © 1998 John Wiley & Sons, Ltd.